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Indonesian Journal of English Language Teaching and Applied Linguistics

ijeltal
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Published by Institut Agama Islam Negeri Samarinda

ISSN : 25276492 EISSN : 25278746 DOI : -

Core Subject : Education,

Languange, Linguistic, Communication & Media

Indonesian Journal of English Language Teaching and Applied Linguistics, e-ISSN: 2527-8746; p-ISSN: 2527-6492, published by English Department, Teacher Training and Education Faculty, State Islamic Institute of Samarinda (IAIN Samarinda). It is a peer-reviewed journal of Language and Linguistics, including: Applied Linguistics and English Language Teaching. The journal is published twice a year; May and November

Arjuna Subject : -

Articles 232 Documents

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The Use of ICT for English Language Learning: A Mixed-Method Study of EFL University Students Al Arif, Tubagus Zam Zam; Armiwati, Armiwati; Handayani, Reli
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1554

The current study aims is to investigate the perceptions and expectations of English as a foreign language (EFL) university students regarding the usage of information and communication technology (ICT) in English language learning. This study also investigates the frequency of ICT use among EFL university students for both general and English learning purposes. A convergent parallel mixed methods design was used in this study. Two instruments were used to collect data they are, an online questionnaire and semi-structured interview. A total of 337 students participated in the online questionnaire. A Semi-structured interview was used to gather in-depth information to follow up on the questionnaire to 10 participants purposefully selected who answered the questionnaire with a set of criteria; participants agree to be interviewed; the participantsâ€™ mean score of survey result is >3. Quantitative data were analyzed descriptively, and the qualitative data were analyzed and coded thematically. The findings indicated that students spend more time using ICT for general objectives (e.g. social media and entertainment) than for English study. They did, however, demonstrate favorable attitudes regarding the utilization of ICT for English language learning. Furthermore, they intended the campus to provide adequate technological facilities and internet access in each classroom to assist the learning process. Students believe that ICT can assist them enhance their English language skills. As a result, teachers should incorporate more ICT into their English language instruction.

Tracing the Use of Cognitive Strategies by Non-English Students in Learning English Talok, Damianus; Hornay, Priscilla Maria Assis; Djehatu, Maria Goreti
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1486

The objectives of the current research are to identify and quantify the cognitive strategies non-English students use when working on assignments or solving problems of the English language they are learning and seek to find out non-English studentsâ€™ motivation and background knowledge of English as sustaining factors related to the use of numerous cognitive strategies leading to the success of learning. This research employed a case study qualitative approach. Data were taken from observations and interviews and were analyzed using thematic analysis. Results of this research show that non-English students treated as the subject of this research employed the so-called cognitive strategies in doing all tasks, including auditory representation, repetition, note-taking, resourcing, inferring, translation, and transfer. Although most students had only the so-called instrumental motivation, weak interest, and also, they lacked knowledge of English, yet it is proven that the cognitive strategies they employed have enabled them to do all given tasks. An important implication of this study is that learning should include training and supporting the students to understand the importance of learning strategy.

The Use of Artificial Intelligence to Promote Autonomous Pronunciation Learning: Segmental and Suprasegmental Features Perspective Senowarsito, Senowarsito; Ardini, Sukma Nur
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1452

The study aimed at investigating the effects of autonomous pronunciation learning using AI as well as the experiences of autonomous pronunciation learning using AI by higher level students. Explanatory sequential mixed-method research using both quantitative and qualitative methods was employed within thirty-two students from Universitas PGRI Semarang's first-year students serving as the sample. Assessments, interviews, and an evaluation of instructional materials were used as the instruments. Through pre- and post-testing, quantitative analysis was used to evaluate the studentsâ€™ pronunciation proficiency. Quantitative data analysis was done using SPSS. However, a qualitative analysis was used to review the interview. To bolster the findings of the tests, it was descriptively examined. After the treatments using an AI based application named ELSA, there was a significant correlation between the use of AI and autonomous pronunciation learning. However, ELSA has certain shortcomings. It appears to be primarily concerned with segmental than suprasegmental features. Only intonation is available from among all the features offered to practice suprasegmental features. While students found it difficult to emphasize words, there is no other practice for suprasegmental qualities. In reality, the ELSA website states that its curriculum covers core English skills such as word stress, intonation, rhythm, listening, and conversation. As a result, the ELSA creator may take this criticism into consideration as they continue to improve their product. It implies that the creator is responsive to the concerns or suggestions of their customers or users, which can contribute to the ongoing development and success of the product.

EFL Pre-Service Teachers' Experiences Using a Digital Multimodal Composing Framework to Design Digital Storytelling Books Navila, Ais; Rochsantiningsih, Dewi; Drajati, Nur Arifah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1561

In the twenty-first century, educators must have competency in technology integration in language classrooms for language learning, which should receive much attention in teacher training programs and professional development. Furthermore, integrating digital multimodal composing into English language teaching through digital storytelling books might assist teachers in building their technological abilities. Therefore, this study aims to investigate the pre-service teachers' experiences in designing digital storytelling books with digital multimodal composing frameworks. The present study adopted narrative inquiry to elucidate pre-service teachers' experiences designing digital storytelling books with multimodal composing framework. This study highlights the experiences of four postgraduate students as pre-service EFL teachers in designing digital books as teaching media. According to the findings, pre-service teachers employ the critical, creative, and technical domains as phases in creating digital storytelling books, which include information from written reflections and interviews. Further research needs to examine the teacher's perceptions of designing digital books as teaching media in real class and students' perceptions when using books designed by the teacher.

Level of Coherence in L2 Written Text: A Gender Perspective Fairooz, Rashad Ahmed
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1493

Writing is an essential skill for EFL learners to be able to communicate effectively. Achieving effective communication is condemned by the degree of developing text coherence. Reviewing the related literature shows that coherence, unlike other text features, posits a significant problem with L2 learners, males and females. Due to biological and cultural differences between males and females, both sexes may bring variety to coherence development in text writing. This case has not received a due account in discourse analysis studies, creating a gap in the literature. Accordingly, the present study aimed to identify the level of coherence in L2 written texts from a gender perspective. To achieve the objectives of the study, all 40 graduates of English, 20 males, and 20 females, Faculty of Education, Ibb University, Yemen, in the academic year 2019 â€“ 2020, participated in this study. A writing test was used as a research tool to collect the required data. Using both descriptive and inferential research approaches, a number of findings were revealed. The most important ones are: there was a lack of coherence in both males' and females' written texts (M = 15.45/30, SD = 4.56); and there were no statistically significant differences between the mean score of male and female graduates (M = 16.10 > 14.80 <, SD = 4.96 > 4.14Â , t = - 0.90,Â P > 0.05) attributed to the variable of gender. Based on the findings of the study, a number of pedagogical implications were introduced; most notably, policymakers, course designers, and teachers should pay ample attention to the contents of writing courses focusing on text coherence to sensitize EFL learners to such a text feature to be able to produce coherent texts.

Readability of Reading Texts as Authentic Materials Issued by ChatGPT: A Systemic Functional Perspective Ramadhani, Reski; Aulawi, Hilmi; Ulfa, Risma Liyana
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1546

Selecting the appropriate texts as the authentic material for English teaching, particularly at the university level, matched with studentsâ€™ mastery level is still challenging. This study attempts to investigate the readability level of reading texts through the framework of Systemic Functional Linguistics (SFL) issued by ChatGPT, focused on whether the complexity level of the texts matches the standard level of the Common European Framework of Reference (CEFR) by proposed British Council. Through the qualitative design with content analysis, this study examines eighteen texts classified following CEFR levels issued by ChatGPT. It analyzes their lexical density, grammatical intricacy, and lexical variation to know the complexity of the texts. The analysis revealed that the complexity level of the texts issued by ChatGPT has not thoroughly followed the standard level of the texts used by the British Council on the CEFR level, indicating that several texts are inappropriate with their complexity levels. It is found that the complexity level of the texts issued by ChatGPT is determined by the length of the texts that increase from the basic level to the proficient level seen from the number of words in each text, not by their lexical density, grammatical intricacy, and lexical variation indexes. The study provides implications for the lecturer to carefully select the text used as teaching material issued by ChatGPT by relying on the lexico-grammatical analysis of the text to help students achieve the comprehension stage.

Communication Strategies Performed in an English as Lingua Franca Context and Their Contributions Toward Students' Engagement Shofiya, Arina; Basuni, Muh
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1439

Learning language is learning to communicate in spoken and written form. However, learning to speak can be difficult due to a lack of linguistic resources. The students may encounter problems in communicating ideas and thus, it ends in a communication breakdown. To overcome this problem, some communication strategies like message abandonment and fillers can be used. Furthermore, communication strategies can foster studentsâ€™ engagement in classroom interaction, especially in an English as Lingua Franca (ELF) context. The present study was intended to explore how the communication strategies were performed in the context of ELF and the contribution of strategies to the studentsâ€™ engagement. Using a qualitative descriptive design, the present research investigated studentsâ€™ communication strategies in an international class. The findings revealed that communication strategies were creatively performed in a variety of ways. The strategies were proven to be contributive in fostering engagement by increasing studentsâ€™ self-confidence, boosting their self-respect, and pushing the students to be active during classroom interaction.

Exploring Academic Writing Readiness in English as a Foreign Language: Progress in Measurement Instrument Design Mujiono, Mujiono; Weganofa, Riza; Herawati, Siane
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1580

Exploring academic writing readiness is fundamental for EFL learners, underscoring the importance of refined measurement methods in global research. This study aims to assess the academic writing readiness of EFL learners and highlight the progress in the specifically designed measurement instrument. The study employed Confirmatory Factor Analysis (CFA) on 107 undergraduates in English studies to validate an academic instrument. Participants were selected for diverse experiences and underwent the survey in their usual classroom. CFA assessed factorial, convergent, and discriminant validity. Cronbach's alpha measured consistency, and data was analyzed using AMOS software. Adjustments were made when model discrepancies arose. The findings indicate that (1) the English Academic Writing Readiness scale dimensions encompass vocabulary, grammar, structure, formatting, and time management. (2) The structural equation model highlights five dimensions with respective factor loadings between 0.50 and 0.89. (3) The theoretical model aligns with observed data, supported by RMSEA, AGFI, TLI, and CFI. (4) The instrument reliably assesses five English Academic Writing Readiness dimensions. The findings imply refined pedagogical strategies for English academic writing instruction

Relevancies of Gender Equality in the Novel by Nawal El Saadawi with Literary Works in Indonesia Fadhillah, Dilla; Hikmat, Ade; Sukardi, Edy
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1694

The topic of gender equality in literary works is still a hot topic of discussion. Starting from awareness of the importance of gender equality in the context of social life, this research aims to examine the issue of gender equality in four novels by Nawal el Saadawi, an Egyptian feminist figure. Qualitative methods were used in this research, with the help of the semiotic approach of Charles Sander Peirce's trichotomy model, to analyze aspects of gender equality contained in literary texts. The research results show that the dominant aspects of gender equality that emerge from these novels are subordination, stereotypes and violence. There is a dominant role of men in the public sphere and in decision-making in a household, cultural stereotypes and societal habits that are biased towards women, and the occurrence of physical, sexual and verbal violence, whether perpetrated by men or fellow women against women. This aspect is relevant to Indonesian literary works with a gender theme published in the period 2017 - 2021. The implications and recommendations of research for contributions to learning activities on the subject of Literary Appreciation in Higher Education are also discussed in this research.

Barriers Prevent EGP Teachers from Becoming ESP Practitioners in the Context of an Indonesian Tertiary Education Suherman, Andri
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1596

It has been argued by scholars that ESP (English for Specific Purposes) has several absolute features which distinguish it from EGP (English for General Purposes). It is not surprising that many EGP teachers face difficulties when teaching ESP classes. This mixed-method study randomly recruited EGP teachers (N=50) to complete an online survey regarding barriers they have experienced in teaching ESP courses. Some of them (N=20) were then invited to participate in interview sessions to discover their strategies in breaking the barriers. The results from quantitative data in the online survey showed that the teachers have been dealing with five different barriers with Subject Knowledge being the most difficult barrier to handle (M=3.14, SD=0.86). Meanwhile, the qualitative findings from the interview process revealed several strategies employed by the teachers to break the barriers appeared to have been intercorrelated and affected to each other. As this finding revealed, university authorities need to provide EGP teachers with some supports (i.e. training programs, financial aid, and relevant textbooks) to minimize potential barriers when teaching ESP classes. Limitations and suggestions for future research are also presented.

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Umar Fauzan

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dr.umarfauzan@gmail.com

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Journal Mail Official
ijeltalj@gmail.com

Editorial Address
-

Location
Kota samarinda,

Kalimantan timur

INDONESIA